Unit 2; Core Studies; Loftus and Palmer

Teacher recommended

?
View mindmap
  • Loftus and Palmer
    • Aim: investigate the effect of language on memory
    • Sample
      • Exp 1: 45 US uni students
      • Exp 2: 150 US uni students
    • IV and DV
      • IV: the wording of the critical question: bump/hit/smashed/contacted/collided
      • DV 1: the speed estimate given
      • DV 2: whether they thought they saw broken glass or not
    • Procedure
      • Exp 1: 7 videos of road safety, 4 with crash, verbal recount given, questionnaire with critical question
      • Exp 2: 1 min clip of crash, verbal recount, questionnaire, returned after 1 wk, asked if saw broken glass, none in clip
    • Results
      • Exp 1:    Bump 31.8 Hit 34.0 Contact 38.1 Smash 39.8 Collide 40.8
      • Exp 2: (saw)      Smash 16     Hit 7   Control 6
    • Conclusions
      • Exp 1: participants bad at guessing, word impacted estimate
      • Exp 2: time effects recon memory, verb effects perception
    • Explanation: response bias possible but memory is recon made of own perceptions and external info after event, merged so no difference
    • Ethics: broke deception & protection from harm
    • Reliability & Validity
      • IR: standardised & replicable
      • ER: 'smashed' consistently higher results
      • IV: aim was disguised well
      • EV: not like real life, don't estimate speeds
    • Ethnocentric: Yes; stricter countries have lower speed limits, 3rd world not much drivng experience
    • Relating to Subject Area
      • Cognitive: looks at memory
      • Memory: seeing how language affects it
    • Links to Debates: Usefullness
      • police should use open questions when interviewing witnesses
      • therapists should use open qs so client doesn't 'remember' something that never happened

Comments

No comments have yet been made

Similar Psychology resources:

See all Psychology resources »See all Cognitive Psychology resources »